Students
must
develop phonemic
awareness in order to identify letters and become effective readers. It
is very
important for children to master the short vowels first, since they
occur in
every word. The goal of this lesson is for students to be able to
identify the
short i sound, /i/, by learning a meaningful visual and oral
representation of
/i/, practice finding /i/ in words modeled by the teacher, and by
completing a
practice worksheet.

1.
I
Will introduce the lesson by
explaining that letters make up words, and it is important to learn the
different sounds of the letters so we can become good readers. First I
will
build some background information by talking to the class about short
vowels. I
will say, 'Who remembers some short vowels we have learned?' Then after
some
discussion, I will say, 'Today, we will work on the short vowel i,
which makes
an /i/ sound. After we recognize the sound /i/ in spoken words, we will
learn
how to read i=/i/ in a book.'

2.
I
will pass out the cards with
the phoneme and picture on it to the students. I will say to students,
'Pretend
you have a big, delicious ice cream cone in your hands. The ice cream
is
melting and drip drip dripping down your hands. Now, look at your
fingers- your
fingers are all icky and sticky! Everyone say Iiiick! Can you hear the
/i/
sound in icky sticky? Watch my mouth and listen as I say it.
Iiiiiiiicky
Stiiiiiicky. Now lets say it together. Very good!'

3.I will say to students, 'Now that we have learned
the phoneme
/i/, I am going
to give you a fun tongue twister to help you with the sound /i/.' I
will then
model the tongue twister and emphasize the /i/ sound with the icky
sticky hand
gesture 'Isabel the Iguana is incredibly itchy'. I will say, 'Letâs say
it
together three times with the hand gesture and stretch out the /i/
sound. Nice
job, everyone!'

4.
I
will say to students, 'We found
the /i/ sound in Isabel by recognizing that i is at the beginning of
the word
and it makes the /i/ sound. Letâs try to find the /i/ sound in other
words that
do not start with i. I will model a word for you first by saying it
slowly and
stretching out that /i/ sound. Lick. Liiiiiiick. Do you hear the /i/
sound?
Great job! Lets try some together. Raise your hand if you can hear the
/i/
sound in mix. Drag out the /i/ sound. Very good. What about spit? Very
nice.
Now, do you hear the /i/ sound in fat or thin? Snake or lizard? Grin or
frown?
Fix or brake?

5.
I
will read the book Tin Man Fix It to the class.
Before I
begin, I will give a brief book talk: 'Tim is a tin man who works in a
garden
with his friend Jim. One day, Tim gets knocked over and falls apart and
it is
up to Jim to fix him. Do you think Jim can save his friend? We will
have to
read to find out!' I will explain to them that every time they hear the
/i/
sound to raise their icky sticky fingers. When we are finished with the
book,
we will go back over all of the words we heard the /i/ sound in and
write them
on the board.

6.
I
will show the word cards and
ask the students to tell me if it says itch or ditch. 'How do we know?
Because
we see the i at the beginning of itch and we know it makes the /i/
sound. Great
job everyone. Now you try some: DID: did or lid? KISS: miss or kiss?
FIX: fix
or mix? That was great!'

7.
For
assessment, I will give every
student a worksheet where they can cut, color, and write on. The words
are:
igloo, iguana, inch, imp, ink, insect, and a blank spot for them to
fill in 'What
else starts with i?'